Review of Education Literature in the World

17 Pages Posted: 24 Dec 2019

See all articles by Naushad Khan

Naushad Khan

University of Agriculture, Peshawar - Institute of Development Studies

Ammar Ahmad

affiliation not provided to SSRN

Shah Faisal

University of Agriculture, Peshawar

Shah Fahad

University of Agriculture, Peshawar

Mahnoor Naushad

University of Agriculture, Peshawar

Date Written: December 5, 2019

Abstract

The study was carried out in November 2019. The major objective was to review the literature of education of the world, to fully know what is going for education in the world. Few countries namely America, China, Pakistan, Tibet, Zambia, Haiti, Chattanooga, United Kingdom, Libya, Japan, Denmark, India, Korea were included in this study. A total of 38 studies were downloaded from the net and review in detail and the conclusion was drawn. The result indicates that poor countries of the world have poor education while the rich countries of the world have a rich education. Most facilitated schools and colleges are present in rich countries. The student enrollment numbers in rich countries of the world are more than the poor countries. Similarly, the student-teacher ratios in poor countries are more than in rich countries. Similarly in Beijing and Shanghai in 2014 the literacy rates 98.52 percent and 96.85 percent respectively. At the other angle, Tibet’s literacy rate is a mere 60.07 percent in the same year while it is closer to under-developed countries like Haiti and Zambia. The United Nations estimated the Education Index (EI) as part of its annually released Human Development Index (HDI). In 2014, the Beijing EI value is 0.854 and Iceland is 0.853 while on the other hand, Tibet EI value is 0.45. The ratio in primary and secondary schools in Beijing and Shanghai is 15:1 and 14:1, respectively while in New York City and Los Angeles student-teacher ratios are 15:1 and 21:1, respectively. In Guangxi province, the primary and secondary ratio is 20:1 and 24:1 but in Pakistan, the ratio is 35:1. The china student-teacher ratio is also less than the other countries of the world. In China mostly good education system is available for the nation while in America the education system is also highly developed. The main reason is the money and funding supply to an educational institution. There the fund is more the education system is good and excellent where the deficiency of funds, there the education system is very poor and weak. So money is required for uplifting the education system in the country. The funding system of the education system of Pakistan is very weak, so there the education system is not as good which is present in the USA. They're mostly the funds go for defense purpose and only 2 or 4 percent budget was allotted for education, so it is very less fund for the purpose of education in Pakistan. The Tibet education system is also very weak and the fewer funds are allotted for education uplifting. Their several problems are faced with the education system in a different country in the world. Among this terrorism, fewer numbers of an institution, unqualified teachers, less funding to the institution and fewer facilities in the rural area are the major hurdles to the world institution for uplifting education. On the basis of problems the study recommends that to facilitate the rural area more than the urban for furnishing the education; Educational institutions should be linked with different sectors of the economy of the countries of the world; Provide favorable environment to education sectors in the world; Safety and security are required for girls section education in the world; More facility should be given to education sectors in the world; Trained and qualified teacher should be provided to all schools in rural area of the World; Food stamp programs are required for students in the school for uplifting the enrollment; Punishment methodology should be abolished at school level; More fund should be allotted for education purpose in the national budget in the developing countries; Co-curriculum activities should be started at school level for attracting the student for enrollment development; Abused language should be stopped in the educational institutions of the world; Jobs chance to students in the country should be multiplied for earning the money for further development; Syllabus of the school and college should be adjusted according to economic development of a country; Strike of the students on party basis should be blocked at world level in the educational institution; Co-curriculum activities among the countries of the world should be expedited for uplifting the economy of the world; Higher education funding should be provided at world level to educational institutions in the world.

Keywords: Review, Literature, Education, World

Suggested Citation

Khan, Naushad and Ahmad, Ammar and Faisal, Shah and Fahad, Shah and Naushad, Mahnoor, Review of Education Literature in the World (December 5, 2019). Available at SSRN: https://ssrn.com/abstract=3499155 or http://dx.doi.org/10.2139/ssrn.3499155

Naushad Khan (Contact Author)

University of Agriculture, Peshawar - Institute of Development Studies ( email )

University Campus
Peshawar, khyber Pakhtunkhwa 25000
Pakistan

Ammar Ahmad

affiliation not provided to SSRN

Shah Faisal

University of Agriculture, Peshawar ( email )

Pakistan

Shah Fahad

University of Agriculture, Peshawar

Pakistan

Mahnoor Naushad

University of Agriculture, Peshawar

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